Annotated Bibliography for on Indigenous Perspectives in the classrooms

Annotated Bibliography for on Indigenous Perspectives in the classrooms

Karishma and Amrit are working on the inquiry project on Indigenous perspectives in the classrooms. We plan to start with the introduction of Indigenous culture and after that we will discuss the academic impact and SEL impact on the students. The articles and videos that we are using in our research are as below:

· Barta, J, & Shockey, T. (2016). Finding the ‘Space Between’ in Developing Mathematical Curriculum and Pedagogy across Cultures: The Mathematical Ways of the Northern Ute. The Journal of Mathematics and Culture. 10(3). Retrieved from: https://journalofmathematicsandculture.files.wordpress.com/2016/12/barta-shockey-final-august.pdf

These articles include information on how Indigenous peoples of Ute used or continue to use math in their lives. It provides explicit connections to curriculum-required content, as well as different perspectives, such as spatial awareness.

· Cherinda, M. (2015). Integrating Indigenous Knowledge into Mathematics School Curriculum: What is the Story so far? Ethomathematics Studies. doi: 10.13140/RG.2.1.2598.1282

In this article, a research was done on shifting traditional teaching practices into hands-on activities. It also tells about how this shift helps students socially and emotionally by developing their cognitive skills. It also explains how to create connections between cultural knowledge and mathematical knowledge.

· Chrona, J. (2015). Learning recognizes the role of Indigenous Knowledge. Retrieved from: https://firstpeoplesprinciplesoflearning.wordpress.com/learning-recognizes-the-role-of-indigenous-knowledge/

This blog page describes what Indigenous Knowledge is and how it connects to various subject areas, including math.

· First Nations Education Steering Committee. (2020). Math first peoples: Teacher resource guide, elementary & secondary. Retrieved from: http://www.fnesc.ca/wp/wp-content/uploads/2020/09/PUBLICATION-Math-FP-TRG-2020-09-04.pdf

This textbook includes good descriptions of what constitutes Indigenous practices/perspectives but since it’s a fairly new textbook, not much is mentioned about previous successes in implementing these ideas. There are also various activities listed that are designed to help teachers tie Indigenous Perspectives and curriculum goals together.

· Galindo, Ed. (2009). Compassion: A Hearts-on Paradigm for Transiting Native American Students into a STEM University Environment. The Journal of Mathematics and Culture. 4(1). Retrieved from: https://journalofmathematicsandculture.files.wordpress.com/2016/05/compassion-a-hearts-on-paradigm-v4-1.pdf

This article details the efforts of a collaboration project between a high school and university in Idaho called “Indian Summer,” which aimed to increase Indigenous student enrollment into STEM fields by working with students on locally relevant issues. Although specific to Indigenous students, this article illustrates the Indigenous Perspective of “hands-on-hearts-on” learning and how this benefits students on a social and emotional level.

- Goeson, D., Nicolidakis, M., Gamble, K., & Houghland, M. (2017).Weaving Math Aboriginal Mathematics Inquiry Team. Burnaby Schools Website. (https://burnabyschools.ca/indigenouseducation/wp-content/uploads/sites/4/2017/11/weaving-math.compressed.pdf

This PDF details the lesson plan and successful outcomes of a weaving activity done in a Grade 10 math classroom. We plan on conducting a similar activity with our class using paper instead of yarn so that our classmates get a sense of what incorporating Indigenous Perspectives in a classroom actually looks and feels like.

· Meaney, T., McMurchy-Pilkington, C., & Trinick, T. Indigenous students and the learning of mathematics. (pp. 67-87). Rotterdam: Sense Publishers. doi: 10.1007/978-94-6091-970-1_5

This article discusses the reasons why Indigenous students struggle in Western-centred math classrooms in Australasia. The article also includes suggestions of good ways to incorporate Indigenous perspectives in a meaningful way (e.g. group work is an Indigenous perspective so long as it is framed that way because it includes oral passing of knowledge and collaboration).

· Nolan, K., & Weston, J. H. (2015). Aboriginal perspectives and/in mathematics: A case study of three grade 6 teachers. In Education, 21(1), 12. Retrieved from: https://ineducation.ca/ineducation/article/view/195/788

In this study, three teachers are given a kit that includes various math activities involving Indigenous perspectives. The article discusses the results each teacher found in their classroom, which ranged from no perceived gain in mathematical knowledge to a seamless incorporation of both Indigenous knowledge and curriculum-required mathematics.

· Peterson, S. S., Jang, S. Y., San Miguel, J., Styres, S., & Madsen, A. (2018). Infusing indigenous knowledge and epistemologies: Learning from teachers in northern aboriginal head start classrooms. McGill Journal of Education, 53(1), 26-46. Doi: 10.7202/1056281ar

This article talks about SEL and Academic impact of indigenous knowledge. It also reflects the impact of residential schools on the students' social emotional learning and how they lose their language and get disconnected from their land and ancestors. This article is full of real examples presented by the students, how they share their cultural knowledge and land acknowledgement and feel connected with other students in the classroom.

· Toulouse, P. R. (2016). What matters in indigenous education: Implementing a vision committed to holism, diversity and engagement. Measuring What Matters. Retrieved from: https://peopleforeducation.ca/wp-content/uploads/2017/07/MWM-What-Matters-in-Indigenous-Education.pdf

This article talks about building interpersonal relationships among students in the classroom by allowing students to present their cultural knowledge thoughts in an authentic way. It also explains the impacts of connecting students with the real world by acknowledging the student’s prior knowledge and skills.

· Troutman, J. & McCoy, L. (2008). Re-membering Mathematics: The Effect of Culturally Relevant Lessons in Math History on Student’s Attitudes. The Journal of Mathematics and Culture. 3(1). Retrieved from: https://journalofmathematicsandculture.files.wordpress.com/2016/05/re-membering-mathematics.pdf

This article describes the importance of teaching culturally and historically relevant mathematics to students by showing the attitudes of different students towards math that lacks this connection. That is, this article shows that including diverse backgrounds, including Indigenous perspectives, increases all student motivation and SEL.

· Stavros Stavrou. (Nov 22, 2015). Aboriginal math education: Collaborative learning [Video]. Youtube. https://www.youtube.com/watch?v=eHyvlrbCiAY

This video provides some examples of how to incorporate land into the math classrooms. It also presents how aboriginal language acknowledgement helps aboriginal students to build confidence and feel connected with other students.